TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach Daily Lesson GAME Plan Template
Lesson Title: Ceiling Tile and Newscast
Related Lessons:
Differences between forces of nature and forces of man
How to find credible sources
How to cite information
How to summarize information
Unit: Man vs. Nature
GOALS
Content Standards:
M6M2. Students will use appropriate units of measure for finding length, perimeter, area and volume and will express each quantity using the appropriate unit. a. Measure length to the nearest half, fourth, eighth and sixteenth of an inch.
ELA6W4. The student consistently uses the writing process to develop, revise, and evaluate writing; the student a. Plans and drafts independently and resourcefully.
b. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs.
c. Edits to correct errors in spelling, punctuation, etc.
ELA6LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions, in which the student: a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
e. Displays appropriate turn-taking behaviors.
f. Actively solicits another person’s comments or opinions.
g. Offers own opinion forcefully without being domineering.
h. Responds appropriately to comments and questions.
i. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
j. Gives reasons in support of opinions expressed.
k. Clarifies, illustrates, or expands on a response when asked to do so.
m. Writes a response to/reflection of interactions with others.
ISTE NETS-S
ü Creativity and innovation ü Communication and collaboration ü Research and information fluency
ü Critical thinking, problem-solving, & decision-making
Digital citizenship
ü Technology operations and concepts
Instructional objective(s):
The student will understand that humans, their society, and the environment affect each other.
Students will be able to understand the differences between forces of nature and forces of man.
Students will be able to understand the techniques of persuasive writing and will use those tools to write a proposal stating which force causes greater devastation.
Students will know and be able to demonstrate scale factor.
Students will know and be able to understand credible website and how to cite references.
Students will demonstrate learning through presentation of learning.
ACTION
Before-class preparation:
Ceiling tiles
Scale factor graphs
Paint
Paint brushes
Drop Cloths
Primer paint to coat tiles
Computers
Flip Cameras
iPads
During class
Time
Instructional Activities
Materials & Resources
Days 1&2:
Days 3-5:
Days 6-10:
Days 11-12
Each student will provide two coats of primer to ceiling tile. After priming ceiling tile, students will engage in a mini lesson with Mr. Morrison on scale factor. At this time, Mr. Morrison will provide students with graphing paper in which students will need to draw their area of devastation that was chosen in a previous lesson in which to make 4X larger than printed map.
Once students have primed tiles and finished mini lesson, students will continue to work on graphing their area of devastation. Once student has completed graph, student must participate in critique circle to make modifications. Once completed graph is approved, students will be given ceiling tile in which they will need to transfer and trace from graph paper.
Students will continue to work on ceiling tile. Once ceiling tiles are completed, students will begin working on the group portion of the final product. Once a final draft of the script is submitted and approved, students will begin recording their 4-7 minute news report on either forces of nature or forces of man.
Presentations of Learning
Drop Cloths
Primer Paint
Paint Brushes
Graphing Paper
Individual maps of area of devastation that was chosen by students.
Ceiling Tiles
Critique Circle with Rubric
Paint (various colors)
Rulers
Microsoft Word to type script
iPads for video recording
Flip Cameras for video recording
Computers for video editing and video transfers
Rubric
Laptop & overhead projector
Notes: Student groupings, environmental modifications needed, etc. || MONITOR
||
Ongoing assessment(s): The students will be provided with daily check points while completing the individual portion of the project (ceiling tile). While working in group on the newscast, each group will elect a project manager. Project managers will be required to meet and report with teachers at the beginning and end of each work period to discuss groups’ progress. Any group that is not meeting expectations will have to meet with teachers to discuss problems or issues that need to be addressed. Accommodations and extensions: Students who are having a hard time meeting the time requirements will be given additional time to work on products before and after school. It is the student’s responsibility to set up times, dates, and materials needed with teachers in order to work outside of the provided class times.
Backup plan: For students who are not performing up to the expectations set by the culture of our group and/or students who are not working well with others in group, additional work will be provided in lieu of project. This will be done through the use of notes, textbooks, and research online.
Daily Lesson Plan Template
TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based ApproachDaily Lesson GAME Plan Template
a. Measure length to the nearest half, fourth, eighth and sixteenth of an inch.
a. Plans and drafts independently and resourcefully.
b. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs.
c. Edits to correct errors in spelling, punctuation, etc.
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
e. Displays appropriate turn-taking behaviors.
f. Actively solicits another person’s comments or opinions.
g. Offers own opinion forcefully without being domineering.
h. Responds appropriately to comments and questions.
i. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
j. Gives reasons in support of opinions expressed.
k. Clarifies, illustrates, or expands on a response when asked to do so.
m. Writes a response to/reflection of interactions with others.
ü Creativity and innovation
ü Communication and collaboration
ü Research and information fluency
- Digital citizenship
ü Technology operations and concepts|| MONITOR
||
Ongoing assessment(s): The students will be provided with daily check points while completing the individual portion of the project (ceiling tile). While working in group on the newscast, each group will elect a project manager. Project managers will be required to meet and report with teachers at the beginning and end of each work period to discuss groups’ progress. Any group that is not meeting expectations will have to meet with teachers to discuss problems or issues that need to be addressed.
Accommodations and extensions: Students who are having a hard time meeting the time requirements will be given additional time to work on products before and after school. It is the student’s responsibility to set up times, dates, and materials needed with teachers in order to work outside of the provided class times.
Backup plan: For students who are not performing up to the expectations set by the culture of our group and/or students who are not working well with others in group, additional work will be provided in lieu of project. This will be done through the use of notes, textbooks, and research online.